Year: 2014
Type: article
Study design: Observational Study
Abstract: While the spread ofEnglish as a lingua franca has led to calls for multidialectal competence,EFLlearners often still consider inner circle nativeEnglish speaker (NES) pronunciation as their learning goal, and may profess a preference for particular teachers based on theirNESor non‐nativeEnglish speaker (NNES) status. This study investigates whether a teacher'sNES/NNESstatus may affectOmani students' level of confidence towards the teacher. Using an adapted matched‐guise technique with almost 350 students, the study reveals a preference for speakers and accents students understand to be from theUK, although students also responded favourably to Arabic native speakers. Where theNES/NNESvariable remained constant, no significant difference in student's ratings of the teacher was found.
DOI: 10.1111/ijal.12058
Author: Louisa Buckingham
Institution: Bilkent University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2143513878